Singing Grades K-4 2 (C) 3 (B) 4 (A) 1 (D) Student uses speaking or shouting voice; Student does not sing back. Student sings the correct intervals, but sings too low. Student Is not in his/her head voice. Student can match pitch most of the time, and can sing mostly in tune. Student may sing too high or too low, or may sing an interval slightly out-of-tune. Overall, student can match pitch and sing tunefully, but needs assistance. Student can match pitch and sing tunefully without assistance.

Grades K-4 2 (C) 3 (B) 4 (A) 1 (d) Keeping a Steady Beat Student cannot keep a steady beat to a known song, even with assistance. Student struggles with keeping a steady beat to a known song, but does improves with assistance. Student can keep a steady beat for majority of the known song. At times, students needs assistance. Student can keep a steady beat with no assistance from teacher.

Grades K-2 2 3 4 1 Tracking a Steady Beat Student cannot track a steady beat from left to right, even with assistance. Student struggles with tracking a steady beat from left to right, even with assistance. Student can track beat icons from left to right while singing a song or speaking a chant, but makes 1-2 mistakes (i.e. hesitating too long on a beat, going a bit too slow, etc.) Student gets back on track with teacher assistance. Student can consistently track beat icons from left to right while singing a song or speaking a chant, making no mistakes.

Differentiating Between Comparatives Grades K-4 2 (C) 3 (B) 4 (A) 1 (D) Student cannot hear the difference between comparatives, even with assistance. Student cannot consistently differentiate between comparatives and often confuses one for the other. With assistance, student improves. Student can differentiate between comparatives but needs assistance from teacher. Student can differentiate between comparatives such as fast/slow, loud/soft, and high/low.

Grades 1-4 2 (C) 3 (B) 4 (A) 1 (D) Playing the Xylophone Student is unable to play song. Even with assistance, student is unable to meet any of the requirements. Student makes several mistakes and song is unrecognizable at times. Student slightly improves with assistance. Student is able to play the song with 1-2 mistakes. Student recovers and overall meets the requirements. Students plays correct notes and rhythms Student plays with a steady beat Student is holding mallets and striking xylophone bars properly

Grades 1-4 2 (C) 3 (B) 4 (A) 1 (D) Reading Rhythms Student does not read rhythm patterns correctly and to a steady beat, even with assistance. Student makes several mistakes reading rhythm patterns, but improves with assistance. Student is able to play the song with 1-2 mistakes. Student recovers and overall meets the requirements. Student reads all rhythm patterns correctly, to a steady beat.

Grade 4 C B A D Playing the Recorder Student does not play with a proper sound, struggles to remember fingerings, and makes many mistakes. Student does not improve with assistance. Student makes several mistakes, and struggles to make a good sound. Makes small improvement with assistance. Student meets four out of the five requirements listed above. (Student may struggle with tone, but overall sound is pleasing) • Student plays the recorder with left hand on top. • Student does not squeak. • Student plays rhythms and pitches correctly. • Student plays with a steady beat • Student plays with correct tonguing technique.

Singing Grade 5 8 9 10 7 Student uses speaking or shouting voice; Student does not sing back. Student sings the correct intervals, but sings too low. Student Is not in his/her head voice. Student can match pitch most of the time, and can sing mostly in tune. Student may sing too high or too low, or may sing an interval slightly out-of-tune. Overall, student can match pitch and sing tunefully, but needs assistance. Student can match pitch and sing tunefully without assistance.

Grade 5 8 9 10 7 Playing the Recorder Student does not play with a proper sound, struggles to remember fingerings, and makes many mistakes. Student does not improve with assistance. Student makes several mistakes, and struggles to make a good sound. Makes small improvement with assistance. Student meets four out of the five requirements listed above. (Student may struggle with tone, but overall sound is pleasing) • Student plays the recorder with left hand on top. • Student does not squeak. • Student plays rhythms and pitches correctly. • Student plays with a steady beat • Student plays with correct tonguing technique.

Grade 5 7 8 9 10 Playing the Xylophone Student is unable to play song. Even with assistance, student is unable to meet any of the requirements. Student makes several mistakes and song is unrecognizable at times. Student slightly improves with assistance. Student is able to play the song with 1-2 mistakes. Student recovers and overall meets the requirements. Students plays correct notes and rhythms Student plays with a steady beat Student is holding mallets and striking xylophone bars properly

Grade 5 7 8 9 10 Playing the Ukulele Student is unable to play song. Even with assistance, student is unable to meet any of the requirements. Student makes several mistakes and song is unrecognizable at times. Student slightly improves with assistance. Student is able to play the song with 1-2 mistakes. Student recovers and overall meets the requirements. Student uses correct fingers for chords Student plays with a steady beat Student is holding the ukulele properly Student is able to play the song with a pleasant tone.

Haiku Composition 1 2 3 4 Steady Beat Student is unable to keep a steady beat with group members. Student is unable to consistently keep a steady beat. They lose the steady beat more than once in the performance. Student is able to keep a steady beat for most of the performance. They lose the beat once but are able to catch on again. They do a good job recovering after the mistake. Student is able to keep a steady beat while playing correct rhythms with group members throughout the performance. There is a cohesive flow; no one stops and restarts. Notation Student did not notate the composition at all. Student notated half of the composition. The other half is not in the performance. Student notated most of the composition. There are 1-2 unclear sections that the teacher does not hear in the performance. Student notated the entire composition. Teacher is able to follow along while listening to composition. Time Management The composition is over 10 seconds under or over the time limit. The composition is 6-10 seconds under or over the time limit. The composition is 5 seconds under or over the time limit. The composition is 1-2 minutes long. On Task Student is constantly off task while working on composition. Student needs more than 1 reminder to get back on task. Student is on task for most of the time. They need 1 reminder to get back on task. Student remains on task while working on composition. They are being respectful and working diligently with group members. Overall Sound The composition is questionable. There is no clear key, and no connection between the composition and the poem. Composition somewhat reflects the poem. Often times the notes sound random. The instruments parts do not always come together in harmony. Composition reflects the poem and has a clear form. Most instrument parts fit together but sometimes the note choices do not fit in the key. Composition reflects the poem and has a clear form. The notes are pleasing and all instruments fit together.

Paul Klee Composition 1 2 3 4 Steady Beat Student is unable to keep a steady beat with group members. Student is unable to consistently keep a steady beat. They lose the steady beat more than once in the performance. Student is able to keep a steady beat for most of the performance. They lose the beat once but are able to catch on again. They do a good job recovering after the mistake. Student is able to keep a steady beat with group members throughout the performance. There is a cohesive flow; no one stops and restarts. Notation Student did not notate the composition at all. Student notated half of the composition. The other half is not in the performance. Student notated most of the composition. There are 1-2 unclear sections that the teacher does not hear in the performance. Student notated the entire composition. Teacher is able to follow along while listening to composition. Time Management The composition is over 10 seconds under or over the time limit. The composition is 6-10 seconds under or over the time limit. The composition is 5 seconds under or over the time limit. The composition is 1-2 minutes long. On Task Student is constantly off task while working on composition. Student needs more than 1 reminder to get back on task. Student is on task for most of the time. They need 1 reminder to get back on task. Student remains on task while working on composition. They are being respectful and working diligently with group members.

Musicianship Effort 1 2 3 4 Rules and Procedures Does Not Meet The Expectation Seldom comes to class with materials, is always late, and breaks rules. Student does not improve throughout the quarter. Needs Improvement Frequently gets sent back to his or her locker to get materials and often breaks class rules. Student shows some improvement throughout the quarter. Meets The Expectation Usually comes to class on time with materials and follows music class rules. Student may have been late/unprepared a couple of times. Exceeds The Expectation Always comes to class on time, with materials, and follows music class rules. Behavior Frequently shows disrespect towards others' learning, or frequently distracts the teacher. Frequent verbal or nonverbal behaviors that distract others or the instructor.  Usually does not engage in activities other than those required for learning.  Never engages in verbal/nonverbal behavior that is distracting to others or the teacher. Participation and Group Work Never participates in class. Refuses to participate when called on, and does not get along with others during group work. Appears disinterested in class. Seldom participates in class. Often times will not work well with others. Frequently participates in class and puts forth effort when asked. Student works well with others. Always participates in class and shows effort in class activities. Works well with others and is open to ideas of classmates and the teacher. Never has issues during group work.